SKRIPSI

THE IMPLEMENTATION OF TWO STAY TWO STRAY

METHOD TO INCREASE GRADE IX A STUDENTS
COLLABORATION SKILL AT XYZ SCHOOL TANGERANG

In partial fulfillment of the requirements

for the Sarjana Pendidikan Strata

Satu

By:
NAME

: FLORENSA JUMIMA LILY

REGISTRATION NUMBER : 00000010590

MATHEMATICS EDUCATION PROGRAM

TEACHERS COLLEGE
UNIVERSITY OF PELITA HARAPAN
TANGERANG
2017

THE FINAL PROJECT AUTHENTICITY

STATEMENT

I, student of the Mathematics Education Program, Faculty of Techers College,

Universitas Pelita Harapan,
Name

: Florensa Jumima Lily

Registration Number

: 00000010590

Program

: Mathematics Education

hereby

declare

that

my

FINAL

PROJECT

with

the

title

THE

IMPLEMENTATION OF TWO STAY TWO STRAY METHOD

TO INCREASE GRADE IX STUDENTS COLLABORATION
SKILL IN LEARNING PROBABILITY AT XYZ SCHOOL is :
1. an authentic work of my own, that incorporates material gleaned from
various lectures, field-study, related literature as listed in the Reference
List,
2. not a result of plagiarism or duplication of someone elses published work
or final assignment/dissertation of

sarjana

degree in other

university except for the references which are clearly and appropriately
indicated in accordance with the academic referencing regulations, and
3. not a translated work of any collection of resource books or journal listed
in the Reference List.
In the event that my FINAL PROJECT is proven to be incongruent with the
declaration above, I would accept its disqualification.

, 2018

Tangerang

Florensa Jumima Lily

UNIVERSITAS PELITA HARAPAN

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FINAL PROJECT SUPERVIORS APPROVAL

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By:
Name

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Registration Number : Click here to enter text.

Study Program

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has been examined and approved to be presented and defended in a

comprehensive examination for the
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UniversitasPelitaHarapan,

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Faculty

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Approval Signatories:
Supervisor

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Department Chair ofClick here to enter text.

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Dean

(Connie Rasilim, S.S., B.Ed., M.Pd.)

UNIVERSITAS PELITA HARAPAN

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FINAL PROJECT EXAMINER PANELS APPROVAL FORM

OnClick here to enter text.a comprehensive examination was conducted as a
partial fulfillment of academic requirements for

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item.degree, Click here to enter text.program, Faculty ofClick here to enter text.,
UniversitasPelitaHarapan,named :
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with title Click here to enter text.by an examiner panel which comprised of:

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ABSTRACT

Signature

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(vii + Click here to enter text. pages;Click here to enter
text.figures;Click here to enter text.tables; Click here to enter
text.appendices)

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FOREWORD

Praise the Lord Jesus Christ for His continual grace and blessings that I have
been able to finish this final paper. It is He who has guided me along the journey
and renewed my strength each day to finish this well. All glory belongs to Him.
This final project with titleClick here to enter text.is prepared and written
as partial fulfillment of academic requirements for

here

to

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enter

text.

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UniversitasPelitaHarapan,

I realize that without supervision, support and prayers from every party it is
impossible to finish this final project in timely manner.Therefore, I would like to
express my gratitude for the following people whom He has sent to walk and
share with me through this journey. Along the way, they have supported me
through prayers as well as words of encouragement. May God bestow His
abundant blessing upon you:
1. Click here to enter text., the Dean ofClick here to enter text..
2. Click here to enter text., the Department Chair of Click here to enter
text.
3. Click here to enter text.,the supervisor who supervised and gave
memany input.
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Lastly, I am fully aware that there are weaknesses in this study.Thus, critics
and suggestions from readers will beuseful. Hopefully, this study will be
beneficial for every party reading it.

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Writer

TABLE OF CONTENTS
page
COVER
FINAL PROJECT AUTHENTICITY STATEMENT
FINAL PROJECT SUPERVISORS APPROVAL FORM
FINAL PROJECT EXAMINER PANELS APPROVAL FORM
ABSTRACT...........................................................................................................iv
FOREWORD..........................................................................................................v
TABLE OF CONTENTS.....................................................................................vii
LIST OF FIGURES..............................................................................................ix
LIST OF TABLES..................................................................................................x
LIST OF APPENDICES......................................................................................xi

CHAPTER I INTRODUCTION..........................................................................1
1.1 Background........................................................................................1
1.2 Research Question.............................................................................1
CHAPTER II LITERATURE REVIEW.............................................................2
2.1 Managerial Accounting.....................................................................2
2.1.1Signification of ManagerialAccounting....................................2
2.1.2First Indicator............................................................................2
2.1.3Second Indicator........................................................................2
2.2 Variable 2...........................................................................................2
CHAPTER III RESEARCH METHODOLOGY...............................................3
CHAPTER IV ANALYSIS AND DISCUSSION.................................................4
CHAPTER V CONCLUSION AND RECOMMENDATION...........................5
5.1 Conclusion.........................................................................................5
5.2 Recommendation...............................................................................5
REFERENCES ......................................................................................................6
APPENDICES.......................................................................................................A

LIST OF FIGURES

page

Figure 3.1 Toba Lake...............................................................................................3

LIST OF TABLES
page

Y
Table 4.1 Name of the table.........................................................................4

10

LIST OF APPENDICES
page

Appendix A.............................................................................................................A

CHAPTER I
INTRODUCTION
11

1.

Background
God created human in His image, therefore everyone is special. God
created man with all good things in themselves, but humanity rejected God
and chose his own way. It made people became separated from God.
However, the image of God has not been destroyed (Gen 9:6). It is true that
man lost those moral and spiritual qualities that constitute the image of God
in the more restricted sense, but this does not mean that he has ceased to be
the image-bearer of God (Berkhof & Van Til, 1990). Because of Gods love
for man, He sent His only begotten Son to redeem man from the death.
Humanity have been reconciled with God by Jesus sacrifice, it is also the
foundation of Christian education. Education is one arm of Gods
restorative and reconciling effort. It may therefore be seen as a redemptive
activity (Knight, 2006). School has to be the media to support this
redemptive activity, for example in classroom functioning as a community.
Ideally, classroom is a place where students learn to accept and use their
abilities in relation to themselves and others (Van Brummelen, 1998).
Students are different with one another in their skills and talents. Some of
the students are so fast in understanding the material in Mathematics, on the
other hand some of the students are slow in understanding the material. This
diversity in a classroom demands a collaboration between the students by
helping one another in solving the question that given by the teacher.
Mathematics is not a subject that only focus on students grade, but it also
gives places for psychomotor and affective to be graded (Suhendra, 2007).

Therefore, students have to realize that they need to help their friends in
teaching and learning process.
The explanation above is an ideal condition of class, but in fact it is hard
to have a class like that. When researcher was observing students in grade
IX at XYZ School Tangerang, researcher found out that there were some
students did not want to share with the others when they already understood
the material. When the teacher gave them some questions to be solved in a
group that consists of four until five people they did it alone and did not
discuss it in group anymore. The students chose to work with other students
who are close enough with them.
The researcher tried to ask to the Mathematics teacher regarding this
problem, and the teacher said that group works in Mathematics rarely have a
good collaboration skill as the orientation. The orientation is just the grade.
The students also were free to choose their group member, therefore the
group would be consisted of the same students. When the teacher separated
them in to another group, some of students would ask directly the question
to teacher without discuss it first in their group. The students who have
understood the material did not have initiative to help their group member.
This kind of condition is not a good collaboration skill in this class.
Van Brummelen (2006) says in his book that it is important for students
to learn how to work well as a team in a class in order to live and work in a
bigger community. Bigger community does not only mean class, but also in
society even global. The students have to learn how to love and support
others, and share their ideas to other students. The Bible also says in
Ephesians 4:2 with all humility and gentleness, with patience, bearing with
one another in love. The role of Christian education has to be applied in a

class, therefore the students have to humble themselves before God and help
their friends in solving problems. The problem of collaboration skill in grade
IX at XYZ school motivates the researcher to implement a teaching method
in order to increase the students skill in collaboration skill. Researcher
wants the students to support one another as the body Christ. The researcher
uses Two Stay Two Stray method to help the students. Two Stay Two Stray
method gives the students chance to share their ideas, arguments and
information to other groups, students help one another, the high level and the
low level of students will work together to achieve the purpose of their
group (Lie, 2002).
Based on the explanation above, the researcher decided to do a
classroom action research for grade IX A students of XYZ school Tangerang
entitled The Implementation of Two Stay Two Stray Method To Increase
Grade IX A Students Collaboration skill At XYZ School Tangerang.
1.2 Research Questions
Based on the background of the research, the following questions are
offered:
1) Can Two Stay Two Stray (TS-TS) method increase grade IX students
collaboration skill skill at XYZ school in Mathematics subject?
2) How Two Stay Two Stray (TS-TS) method increase grade IX students
collaboration skill skill at XYZ school in Mathematics subject?
1.3 Purposes of the Research
This researchs purposes are:
1) To increase grade IX A students collaboration skill at XYZ school in
Mathematics subject by implementing Two Stay Two Stray (TS-TS)
method.
2) To know the way implementing Two Stay Two Stray (TS-TS) method to
increase grade IX A students collaboration skill at XYZ school in
Mathematics subject.

1.4 Benefits of the Research

This research brings benefits for
1) For the school
The school can make this research as one of the recommendations to
2)

increase students collaboration skill especially in Mathematics subject.

For Mathematics teachers
This research helps the Mathematics teachers to build students
collaboration skill in teaching and learning process. This research also
gives idea to the teachers to create a creative Mathematics class which
also pays attention in affective and psychomotor, not only cognitive.
3) For the students
This research helps the students to increase their collaboration skill,
especially at school because this research implemented Two Stay Two
Stray method that can help the students to increase their collaboration
skill.
1.5 Definitions of Terms
1) Two Stay Two Stray (TS-TS) Method
The two stay two stray (TS-TS) is one the methods of cooperative
learning. It is a teaching method adopted from One Stay Three Stray by
Spencer Kagan (Kagan in Maharani, 2016). This method can give the
students experience in gathering information. In this activity the
students are encouraged to contribute their ideas and opinion to other
students (Maonde, et al., 2015).
2) Collaboration Skill
Collaboration skill is a skill that is needed to do some works together
between

two

people

or

more,

such

as

give

and

receive

recommendations and ideas from other people, and have the same
perspective that can be developed in the way of respect the outcome of

someones work in order to achieve the goal (Soekanto, 2005). The

indicators of collaboration skill are (Lie, 2010):
1. Positive dependence on one another.
2. Interaction among the members.
3. Personal responsibility.
4. Interpersonal skill.